van 't Noordende Jaccoline E, Volman M Chiel J M, Leseman Paul P M, Kroesbergen Evelyn H
Department of Special Education: Cognitive and Motor Disabilities Utrecht University Utrecht The Netherlands.
Infant Child Dev. 2017 May-Jun;26(3):e1995. doi: 10.1002/icd.1995. Epub 2016 Jul 13.
Previous research suggests that block adding, subtracting and counting direction are early forms of number-space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory-motor interaction with the environment. In line with this assumption, it was investigated if counting and adding/subtracting direction in young children is related to the hand they use during task performance. Forty-eight 3.5-year-old children completed a block adding, subtracting and counting task. They had to add and remove a block from a row of three blocks and count a row of five blocks. Adding, subtracting and counting direction were related to the hand the children used for task performance. Most children who used their right hand added, removed and started counting the blocks at the right side of the row. Most children who used their left hand added, removed and started counting the blocks at the left side of the row. It can be concluded that number-space mapping, as measured by direction of adding, subtracting and counting blocks, in young children is embodied: It is not fixed, but is related to the situation.
先前的研究表明，积木添加、减法和计数方向是数字-空间映射的早期形式。在本研究中，我们从具身认知的角度探讨了这些技能。具身认知理论认为，认知是通过与环境的感觉运动交互而产生的。基于这一假设，我们研究了幼儿的计数以及加法/减法方向是否与他们在任务执行过程中使用的手有关。48名3.5岁的儿童完成了一项积木添加、减法和计数任务。他们必须从一排三个积木中添加和移除一个积木，并数一排五个积木。加法、减法和计数方向与儿童在任务执行中使用的手有关。大多数使用右手的儿童在排的右侧添加、移除并开始数积木。大多数使用左手的儿童在排的左侧添加、移除并开始数积木。可以得出结论，幼儿中通过积木添加、减法和计数方向来衡量的数字-空间映射是具身化的：它不是固定不变的，而是与情境相关的。
